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CYS InSchools Residency

LaSalle Language Academy
1734 N Orleans St, Chicago, IL 60614
www.lasallechicago.com | 773.534.8470

Program Overview
Phase One: Kick-off Performance
On Friday, March 17, CYS will kick-off LaSalle Language Academy’s Shakespeare celebration with an
afternoon of performances for the student body featuring the Chicago Youth Shakespeare Ensemble
CYSE, a performing Shakespeare company of high school actors. Specifically, the CYSE will perform in 3
assemblies for LLA students. The first two assemblies will introduce LLA’s Kindergarten through 5th Grade
students to Shakespeare’s words, characters, and themes with scenes from Shakespeare’s Romeo and Juliet,
A Midsummer Night’s Dream, and Macbeth, along with a swordfighting demonstration from Shakespeare’s
Hamlet. The assembly for LLA’s 6th through 8th Grade students will be a performance of Chicago Youth
Shakepseare’s Hamlet, set to a sound-scape of hip-hop music and spoken-word poetry. CYS’s 60-minute
abridgement tells the story through the eyes of the central character, a modern-day teenager and aspiring
spoken-word artist. Each assembly will be followed by a talk-back with CYS student actors.
Learning Standards
Determine the central message, lesson, or moral of a play and explain how it is conveyed through the text (CCSS
RL 3.2)
Describe characters in a play and explain how their actions contribute to the sequence of events (CCSS RL 3.3)
Determine the meaning of words and phrases as they are used in a play, distinguishing literal from nonliteral
language (CCSS RL 3.4)

Phase Two: Residency Workshops
CYS teaching artists will return to LLA to lead workshops for students in grades K—5 designed to
introduce Shakespeare through performance and build upon the plays and themes introduced in the
assembly performances on March 17. In addition to participating in the workshops, each class will have
the opportunity to perform and share what they have learned with other classes across grade levels.
Students will see their work develop from creation to rehearsal to performance, achieving an
understanding of the dramatic process. They will also develop social and emotional learning skills through
partner and ensemble work, relating to other members of their group through empathy, understanding,
and cooperation.

Grade Level Workshops
Kindergarten and 1st Grade | Dance, Mask-making, & Character Discovery
Students will learn to perform a 15th Century dance set to traditional music from the period, design and
create their own party masks, and explore Shakespeare’s characters through movement, gesture, and
storytelling. Reference Text: Romeo and Juliet, I, v

Learning Standards
Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed
dance). [NCAS DA:Cr1.1.K.a]

CCSS = Common Core State Standards; NCAS = National Core Arts Standards; SELS = Social and Emotional Learning Standards
Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols,
observed dance, experiences) and identify the source. [NCAS DA:Cr1.1.1.a]
With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama
experience [NCAS TH:Cr.1.1.K.a]
With prompting and support, use non- representational materials to create props, puppets, and costume pieces
for dramatic play or a guided drama experience [NCAS TH:Cr.1.1.K.b]
Propose potential choices characters could make in a guided drama experience [NCAS TH:Cr.1.1.a]
Identify ways in which gestures and movement may be used to create or retell a story in guided drama
experiences [NCAS TH:Cr1.1.1.c]
Recognize the feelings and perspectives of others. (SELS 2A)
Use communication and social skills to interact effectively with others. (SELS 2C)

2nd and 3rd Grade | Casting Spells: Creative Writing & Performance

Using text, themes, and literary devices from Shakespeare’s A Midsummer Night’s Dream and Macbeth,
students will work in small groups to craft original poems and stories based on the theme of magic in
Shakespeare. Students will explore basic principles of verse and rhyme while channeling thought and
emotion into creative writing. Next, students will amplify the performative dimensions of composition by
exploring the relationship of movement and expression to their written work as they discover creative
ways to perform their original texts for an audience. Reference Texts: Macbeth and A Midsummer Night’s
Dream
Learning Standards
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning
in a story, poem, or song. (CCSS RL 2.4)
Determine the meaning of words and phrases as they are used in a play, distinguishing literal from nonliteral language
(CCSS RL 3.4)
Compose narratives to develop real or imagined experiences or events (CCSS W 3.3)
Participate and contribute to physical and vocal expression in a dramatic work (NCAS TH:Cr3.1.3.b)
Examine how connections are made between oneself and a character’s emotions in a dramatic work (NCAS
TH:Re:8.1.3.c)
Identify verbal, physical, and situational cues that indicate how others may feel (SELS 2A.2a)
Recognize the feelings and perspectives of others. (SELS 2A)
Use communication and social skills to interact effectively with others. (SELS 2C)

4th and 5th Grade | Devised Theatre and Ensemble Performance
Students will begin by exploring Shakespeare’s words and their meanings through activities that
incorporate movement, speech, gesture, and tableau. Working collectively in small groups, students will
develop and perform devised theatre pieces that explore Shakespeare’s words, themes and characters in
an original and creative way. Reference Texts: Romeo and Juliet, Macbeth, A Midsummer Night’s Dream,
Hamlet

Learning Standards
Participate in methods of investigation to devise original ideas for a drama/theatre work. (NCAS TH:Cr2-3.a)

CCSS = Common Core State Standards; NCAS = National Core Arts Standards; SELS = Social and Emotional Learning Standards

Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.
(NCAS TH:Cr2-3.b)
Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.
(NCAS TH:Cr2-4.a)
Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given
circumstances. (NCAS TH:Cr2-5.a)
Apply the elements of dramatic structure to a story and create a dramatic work while investigating the incorporation
of movement and voice (NCAS TH:Pr:4.1.3.a,b)
Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
(NCAS TH:Cr2-6.b)
Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS.RL.4.2)
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying
where each version reflects specific descriptions and directions in the text. (CCSS.RL.4.7)
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes. (CCSS.RL.5.4)
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (CCSS.RL.5.2)
Identify verbal, physical, and situational cues that indicate how others may feel (SELS 2A.2a)
Role-play the perspectives and feelings of characters from a story. (SELS 2A.C.3.)

CCSS = Common Core State Standards; NCAS = National Core Arts Standards; SELS = Social and Emotional Learning Standards